Despite the growth of composition studies and pedagogy as fields of interestin recent decades and the simultaneous development of LGBT studies and queertheory, these two areas of interest are rarely brought together. Drawing onGeorge Hillocks idea that theory forms the basis of coherent classroompractice, this panel hopes to continue the discussion on queer pedagogy bysoliciting papers informed by theory, praxis, critical reflection, andexperience.

What is the role of the queer instructor in the classroom? What is the roleof the non-queer instructor in the queer classroom? What constitutes aqueer pedagogy? What are the practical concerns, limitations, andadvantages of such approaches? Which pedagogical strategies create aqueer-affirmative space in the classroom and/or the academy? How might weas instructors employ, expand, and combine different pedagogical approaches(expressivist, collaborative, cultural studies, feminist, social epistemic,etc.) to construct an anti-oppressive/queer pedagogical space? What are theimplications of and the institutional barriers to such pedagogical models?

Submit 250-word abstracts by October 1, 2007 to Nowell Marshall(Nowell.Marshall_at_email.ucr.edu). Please include with your abstract:

Name and Affiliation

Email address

Postal address

Telephone number

A/V requirements (if any)

The complete Call for Papers for the 2008 Convention is posted online:www.nemla.org.

Interested participants may submit abstracts to more than one NeMLA panel;however panelists can only present one paper. Convention participants maypresent at a paper session panel and also present at a creative session orparticipate in a roundtable.